Week: 1
Period: 1
DOT:
INTRODUCING THE PROGRAMS OF ENGLISH 10
A. Aims:

Article I.

- Help Ss to know about the English book grade 10 in general. (Including
themes, tests, lessons etc. )
- Introduce how to do an oral test, a fifteen - minute tests and a written test.
- Some requires of student to study well English.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce the theme and units.
- By the end of the lesson, students will be able to:
+ Know about the English book grade 10 in general.
B. Preparations:
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
1. Warm-up
9 minutes

2. Presentation 1
12 minutes

* Game: Lucky Number
-T divides the whole class into two groups and plays the game.

- The leader of each group chooses a number for their own
group and does the following requirement in each question. If
the answer is correct, they will get 10 marks.
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English teacher’s name is?
4. Lucky Number
5. What do you prepare for this semester?
6. Do you like studying English? Why or Why not?
7. How do you learn English well?
8. Do you speak English fluently?
- T leads Ss in the lesson.
A. Content: Including six topics
- T introduces the topics.
1. You and me
2. Education
3. Community
4. Recreation
5. Nature and Environment
6. People and places
--> Six topics are divided into ten units.
- T asks Ss to find out the topic through the unit’s name.
B. The design of each unit in textbook:
1. Getting started: Introducing the overall topic of the unit
2. Language: Learning vocabulary, grammar and pronunciation
3. Reading: Developing reading skills and providing Ss with
language and ideas about the topic
4. Speaking: Developing speaking skills and encouraging Ss to



3. Presentation 2
20 minutes

4.
Consolidation

apply and share their own knowledge
5. Listening: Developing listening skills
6.Writing: Developing writing skills and helping Ss cope with
ideas and necessary language
7. Communication and culture: providing Ss with an
opportunity for further practice and consolidation of the skills
and the language learnt previously in the unit.
8. Looking back and project:
- Revising and consolidating of the language in the unit
- Providing Ss with an opportunity to apply the language and
skills they learnt throughout the unit to perform a task in a
realistic situation
- After 2 units, Ss have one period for test themselves. It helps
them test themselves about what they’ve learnt.
C. Tests:
1- Checking frequency knowledge for the previous lesson.
2- Fifteen minutes test (3 times for each semester)
3- Forty minutes test (2 times for each semester)
4- Semester test (Once for each semester)
D. The new point in learning English 10
- Communicative method /approach.
- Task - based method /teaching.
- The book is designed with 4 skills.
- Complete and various tests.

- Learner - centered approach.
E. Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units
it has.
- Introduce some more information.
- There are 6 themes including You and Me; Education;
Community; Nature and Environment; National Parks;
Recreation and People and Places.
- There are 8 periods in each unit. They are Getting Started,
Language, Reading, Speaking, Listening, Writing, Culture and
communication and Looking Back
F. Some requires of students
- Read the lesson before studying in class.
- Do all exercises at home.
- It is good to find the meaning and the pronunciation of the new
words in the dictionary at home.
-Listen to the teacher attentively and take part in the lesson
actively and creatively.
- Take part in the activities that the teacher required such as
pairs work, group work or individual
- Each S has a notebook and book (student book and work
book)
- Ask Ss to consolidate the main contents.


2 minutes
5. Homework
2 minutes

- Give feedback.

- Prepare the new words in Unit 1: Family life
Lesson1: Getting started

Week: 1
Period: 2
DOT:
UNIT 1 FAMILY LIFE
A.

Aims and requirements
By the end of this unit, Ss can:
- Use lexical items related to the topic Family life
- Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and in context
- Understand the present simple vs. the present continuous
- Read for specific information about the benefits of sharing housework
- Exchange opinions about household chores
- Listen to understand a TV programme about roles performed by family members
- Write about doing household chores in the family
- Understand different family lifestyles in different cultures
B.
Teaching method: Communicative
C.Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook.
D. Procedure
Part 1: GETTING STARTED
I. Class organization: Check attendance
II. Checking the old lesson
III. New Lesson
Teacher’s activities
Aim: To introduce the topic of the unit,

vocabulary about household chores and the
grammar point taught in the unit.
Lead-in:
- T asks students if they often do housework
and what housework each member of their
family does.
- Ask them to look at the picture and guess
what they show.

Students’ activities

Answer the question
Look at the picture and answer the
questions
- They are a family.
- The father is vacuuming the floor. The
mother is cooking. The son is washing
dishes and the daughter is doing the
-


Ask students about the picture:
E.g. – Who are the people in the picture?
- What are they doing?
Activity 2
- T plays the recording. Asks students to
listen and read along silently.
- Ask students to work in pairs to decide
whether the statements are true (T), false
(F), or not given (NG). Have students refer

back to the conversation to give reasons for
their answers.
- T goes around and supervise.
- Then check their answers, and give
explanations.
Activity 3
- T plays the recording and ask students to
listen and repeat the words/phrases
Activity 4
- Tell students to refer back to the
conversation to find the verbs/ verb phrases
that go with the words/phrases in the
conversation.
- Play the recording again if necessary.
- Ask students to pay attention to words that
are often used together (collocations) then
ask them to give some examples.
-

laundry.
- Do as required.
Key Activity 2
1. F
2. NG
3. F

4. T
5. T
6. NG


- Read along

Household chores
Household finances
Heavy lifting
Laundry

1
2
3
4
5
6
7

rubbish
groceries
washing up

Verb/Verb phrases
Split, divide, handle
Take out
do
Shop for
Do
Do
Be responsible for

IV. Consolidation: - Summarize the main points
V. Homework: - Ask students to learn by heart new words and collocations in the text.


Week: 1
Period: 3
DOT:

II.

Part 2: LANGUAGE
I. Class organization:Check attendance
Checking the old lesson
III. New Lesson
Teacher’s activities

Students’ activities


Aim: To provide students with a right way to pronounce
some clusters and how to distinguish present simple and
present continuous tense.
Vocabulary
- Do as required
Activity 1
1. f
5.b
- Ask students to work individually, read the words and2. e
6.g
phrases in the box, then discuss and find the meaning for3. a
7.d
each of them (a-h).
4. h

8.c
- Provide support if necessary by guiding students to use
the context of the conversation to choose the meaning
for the words/ phrases.
Chores from the
Activity 2
conversation:
- Ask students to work in pairs. Read the conversation in - prepare dinner
GETTING STARTED again and list all the household - cook (do the cooking)
chores that are mentioned in the conversation.
- shop
- Then elicit more chores to add to the list.
- clean the house
- take out the rubbish
Activity 3
- do the laundry
- Have students work in pairs or groups to ask and answer - do the washing-up
the questions.
- do the heavy lifting
- Encourage them to use the chores in the list in their - be responsible for the
answers. Before working in pairs, students may work
household finances
individually.
Other chores:
- Ask students to read the list again and write down who - mop/sweep/tidy up the
does each of the chores in their families.
house
- Check to make sure students use the correct verbs/ verb - bathe the baby
phrases in the correct tense with the name of the chores. - feed the baby
Pronunciation

- water the houseplants
Activity 1
- feed the cat/dog
-Play the recording and let students listen. Play it again - iron/fold/put away the
with pauses for them to repeat each word.
clothes
Give the meaning of the words if necessary. Help students - lay the table for meals
distinguish the three sound clusters.
- Work in pairs or groups
- Ask students to work in pairs and take turns reading the - Read again and write
words in columns and in rows. Then, invite individuals to
down
read the words in one or two rows.
- Read the words
Activity 2
- Listen to the tape
- Ask students to read the words in rows, paying attention
1. b
to the difference between the sound clusters.
2. b
- Play the recording and have students listen to the
3. c
sentences and circle the word they hear.
4. a
- Check students’ answers by asking them to call out the


letter (a, b or c) corresponding to the word they hear.
Grammar
Key:

Activity 1
1. does
- Have students read the text individually once and ask
2. cooks
them to pay attention to the words/ phrases such as every
3. cleans
day, today, at the moment, and ask them what verb forms
4. is watching
are often used in the sentences that have these words/
5. is doing
phrases. Ask students to choose the correct verb form.
6. is doing
- Ask students to work in pairs to compare their answers.
7. is tidying up
- Check students’ answers and then elicit from them the
8. is trying
rules of using the present simple and the present
continuous.
Activity 2
1. does, is not cooking, is
- Have students work in pairs to give their answers.
working
- Observe and help when and where necessary.
2. is taking out
- Ask students to use the words/ phrases: now, at the
3. cleans, is cleaning
moment, usually, today, every evening, etc. as clues for
4. is preparing
their answers.
5. looks after, works

- Check students’ answers by asking individuals to take
6. is watching, watches
turns reading aloud each of the sentences.
IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to learn by heart new words and collocations in the text.
- Ask students to review grammar part

Week: 2
Period: 4
DOT:
Part 3: READING SKILLS
I. Class organization:Check attendance
II. Checking the old lesson
III. New Lesson
Teacher’s activities
Aims: to practice reading skills for the students. They can
also read and get the general idea of a text; guess the
meaning of words in context; and make references when
reading a text.
-

Students’ activities

Work in groups


Lead-in: Inform students of the lesson objectives
Activity 1

-Let students work in groups, look at the picture and answer
the questions. Ask students to call out the answers to
question 1 freely. For question 2, ask a representative of
each group to give the opinion of the group.
Activity 2
- Have students read the heading (a-c) first. Make sure that
they understand all of them and tell students that one of
them is the title for the text; they have to read the text and
decide which one it is.
- Ask students to read through the text once without
stopping at the words that they don’t know the meaning
of, and then ask them to work in pairs to decide on the
best title for the text. Remind students that the title for the
text is the one that gives the general idea of the whole
text.
- Check students’ answers and guide students to the correct
choice if necessary by helping them eliminate the
sentences that are only about one aspect of the text.
Activity 3
- Have students read the text again and underline the words
sociable, vulnerable, critical, enormous and tend when
they see them on the text.
- Explain to students how to use context to guess the
meaning of the unknown words if necessary.
Activity 4
- Ask students to continue to work in pairs, and find out
what it refers to in each of the sentences. Let students read
and understand the sentences before and after the one that
has the word in it to decide what it means. Students can
use the elimination technique to give the right answer.

Activity 5
Ask students to work in groups of three, ask them to read
the questions first to make sure they understand what
information they need in order to answer the questions. It
may help if students can underline the key words in the
questions. For example:
1. How do children benefit from sharing housework?
2. Why do men tend to have better relationships with
their wives when they share housework?

-

Look at the picture and
answer the question

The answer can be:
Yes, they are. Because they
do the housework
together. /Because all
members of the family
share housework.
- Read the text
Key c
Key
1.
2.
3.
4.
5.


A
B
B
B
A

Key
a. C
b. B

1. They do better at

school,
become
more sociable, and
have
better
relationships
with
their teachers and
friends.
2. Because it shows
that they care about
their wives and this
makes their wives
happy.
3. They may fall ill


3. What may happen to women whose husbands do not


contribute to the household chores?
4. How does the family benefit when everyone works
together on household chores?
- Then ask students to read the text again, and locate the
part of the text where they can get the answer to each of
the questions before they discuss the answers.
- Check students’ answers by inviting a representative
from each group to give the answer to one of the
questions. If the students’ answer is incorrect, don’t give
the right one at once, but try to elicit it from other
students.
Activity 6
- Put students in groups of four and let them discuss the
questions freely. If students have difficulty with ideas,
give them some examples of problems such as
problems with time, skills and attitude.
- One or two groups to report the discussion results to the
class.

easily or may think
about divorce.
4. There is a positive
atmosphere for the
family.

- Do as required

IV. Consolidation: - Summarize the main points
V. Homework: - Ask students to prepare for the next lesson.


Week: 2
Period: 5
DOT:
Part 4: SPEAKING SKILLS
IV.
Class organization: Check attendance
V. Checking the old lesson
VI. New Lesson
Teacher’s activities
Aims: To encourage students to talk about the chores of
their love and hate.
Lead-in:
Provide students with some handouts with the names of
household chores and ask students to match the chores
with corresponding pictures

Students’ activities

- Pay attention to teacher and

match the chores with the
pictures.


Activity 1
- Ask students to work by themselves, write at least three
household chores they like and three they dislike doing
in the “Name of chore” column, then add a reason why
they like or dislike the chore.

- Do as required
- Go round to help if necessary.
- Ask students to work in pairs to compare their
completed table to find out the different and similar
ideas about housework.
Activity 2
- Have students work in pairs. Ask them to read all the
questions in Anna’s column first and underline the key
words in each question before asking them to guess the
answer to each question.
1. What household chores do you do every day?
2. Which of the chores do you like doing the most?
3. What do you like about it?
4. Which of the chores do you dislike doing the
most?
- Guess the answer to each
- Encourage students to use the key words as cues to find
question.
the answers in Mai’s column to match with Anna’s
questions.
- Ask students to take turns being Mai and Anna to
practice the conversation
Anna: What household chores do you do every day?
Mai: I do the laundry, wash the dishes, and sweep the
house. I sometimes do the cooking when my mum is - Work in pairs and try to
busy.
match the columns
Anna: Which of the chores do you like doing the most?
Mai: well, I think I like sweeping the house.
Anna: What do you like about it?

- Practice the conversation
Mai: It’s not too hard, and I like seeing the house clean
after I sweep it.
Anna: Which of the chores do you dislike doing most?
Key
Mai: Washing dishes, because I often break things when
1.c
I do the washing-up.
2.a
Activity 3
3.d
- Ask students to work with a different partner to have a
4.b
similar conversation. Explain that this time they should
talk about themselves, and they have to find out what -Work with a different partner
chores their partner does, what chores she/he likes or to have a similar conversation.
dislikes the most and why.


- Tell students to use the questions in activity 2 and the

ideas in activity 1 to do this activity.
- Invite a student from one or two pairs to report to the
class what she/he has found about his/her partner.

- Report to the class

IV. Consolidation: - Summarize the main points
V. Homework: - Ask students to prepare for the next lesson.
Notes after teaching:

- Distinctive students do the more complex handouts.
- Average students do the simpler handouts.

Week: 2
Period: 6
DOT:

II.

Part 5: LISTENING SKILLS
I. Class organization: Check attendance
Checking the old lesson
III. New Lesson
Teacher’s activities
Aim: To equip students with more knowledge about roles
of men and women in families.
Lead-in: Introduce the topic: write down two words
wife/woman- husband/man and ask students to make two
words webs about the roles of wife/woman and
husband/man in the family. Students are free to call out
their answers and T writes down the words in the web.
Activity 1:
- Ask students to work in pairs, looking at the chart and
discussing the changes in the weekly hours of basic
housework by married men and married women in the
USA between 1976 and 2012. Students don’t have to
report the exact number of hours men and women
spend on doing housework. They can just talk about the
general changes.
- Encourage students to guess the reasons for the

changes. Ask them to call out their guesses. Write the
reasons given by students on a corner of the board so
that they can see if their guesses are correct later, after
they listen to the recording.

Students’ activities

- Listen carefully

Key activity 2
1. T
2. T
3. T
4. F
5. T

Key activity 3
1.e
2.b
3.c


Activity 2
- Tell students that they are going to listen to a family
expert talking about how the roles of men and women
in families have changed. Ask them to read all the
statements and guess if they are true or false. Make
sure that students understand all the statements.
- If there are new words to students, explain them or give
the Vietnamese equivalents to save time for other

activities.
- Play the recording and have students do the exercise.
Check students’ answers. If many students in the class
have incorrect answers, play the recording again, and
stop at the place where students can get the correct
answers.
Activity 3
- Have students work in pairs to match the words/
phrases with their appropriate meaning. To help
students het the answers easily, ask them if they know
the part of speech of the word/ phrase given, and then
choose the meaning.
Activity 4
- Ask students to read the questions carefully. Make sure
that they understand what is asked in each question.
Have them underline the key words if necessary. Then
play the recording and let students listen to it and
answer the questions.
- Ask students to work with a partner to compare their
answers.
- Invite representatives from pairs to present the answer
to each of the questions to the class. Give feedback and
correction if necessary.
1. How has the role of men in the family changed?
2. How have men’s and women’s roles become
alike?
3. What is the result of “equally shared parenting”?
IV. Consolidation
- Summarize the main points
V. Homework

- Ask students to prepare for the next lesson.

4.d
5.a

-

Read the questions carefully

-

Listen to the recording

Key activity 4
1. They are not the only
breadwinner in the family,
and they get more
involved in housework and
parenting.
2. Both are responsible for
family finances, homemaking/ housework, and
parenting.
3. The families become
happier and the divorce
rate amongst them is the
lowest.


Week: 3
Period: 7

DOT:
Part 6: WRITING SKILLS
Class organization
Check attendance
Checking the old lesson
I.
II.

III. New Lesson

Teacher’s activities
Aims: Students can write a paragraph about
how people in their families share housework.
Lead-in:
T asks sts to give the translation for the saying.
- T asks some more questions to introduce the
lesson
Activity 1
Suggested questions:
- What does "many hands" mean, many people
or many hands?
- When we share the housework, is it easier or
harder?
- How do you understand the saying?
Activity 2
- Asks students to read the text and complete
the chart, then they compare.
- One st writes the answers on the board when
sts are doing the task
Activity 3

- T lets sts read the questions and locate the
answers in the text in 5-7 minutes
- 6 sts say the answers, other sts listen and
correct if necessary
Activity 4
- T has sts fill their chart individually then they
can compare with their friends
- Sts write a paragraph about their family using
the ideas in the chart, the questions from the

Students’ activities

Students guess

“Nhiềutaynhẹviệc”

Answers:
Dad: para 2
Mum: para 2
Lam: para 3
An: para 3

Answers:
1. 2
2. the parents work, children spend most
of their time at school
3. they split the house equally
4. para 3 and 4
5. yes, they do
6. everyone can have some time to relax



given text.
- T goes around and gives help, collects
common mistakes for later correction.
- Sts exchange their writing for peer correction
and comment
- T collects 5 paragraph to mark in class so that
all sts feel the need to do the task

Do as required

IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to prepare for the next lesson.

Week: 3
Period:8
DOT:
Part 7: COMMUNICATION AND CULTURE
I. Class organization
II.

Check attendance
Checking the old lesson
III. New Lesson

Teacher’s activities
1. Warm-up

- T asks sts to look at the picture of the husband
and wife and answer some questions.
Suggested questions:
1. what does the man do?
2. what does the woman do?
3. who is happier? why?
2. Listen and match
- T introduces the talk show, the people and the
task by asking simple questions
- T lets sts read the statement, makes sure they
understand everything by asking them for
translation of all sentences.
- T plays the CD twice, sts listen and match
then compare with their peers.

Students’ activities
- Look at the picture and answer the

questions.

vocabulary to check:
burden, join hands, provide, provider, neat
answers:
Mr Hoang: c,e,g
Mr Nguyen Nam: b,d


- T checks with class by saying the number, sts
say the letter
3. Discuss

- T guides sts to work in group of 4 and prepare
the answers; they can use the ideas in task 2.
Each group has a leader to take notes and report
their opinion to the class
- 2 groups report its opinion, others listen and
comment
CULTURE
Read and fill the table
- T has sts look at the pictures at the end of the
unit to elicit the terms "nuclear family" and
"extended family"
- Sts work in pair to read and complete the
table, after that sts compare to correct. Sts can
use a dictionary to look up new words while
doing the task
- T asks one st to write the answers on the
board for class checking

Ms Mai Lan: a,f

Model answer:
Our group agree with Mr Nguyen Nam,
husband and wife should have a similar
role. They should share housework,
parenting, homemaking, financial burden.
In our family, our parents share all the
work and we are happy with that.
Definition:
nuclear family: parents and children
extended family: grandparents, parents

and children
new words:
neat, single-parent, child-minder, nursing
home, collaborate, ungrateful, behavior,
generation

IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to prepare for the next lesson.

Week: 3
Period: 9
DOT:
UNIT 1: FAMILY LIFE
Part 8: LOOKING BACK
I. Class organization
II.

Check attendance
Checking the old lesson
III. New Lesson


Teacher’s activities
Pronunciation
- T introduces the task and plays the CD,
sts listen and circle the cluster they hear
- T assigns /tr/, /kr/, /br/ to 3 lines/rows of
students then read 4/5 sentences containing

all three clusters. Sts listen and react by
clapping their hands.
Vocabulary 1
- T asksts to speak out the words under
each pictures then let them write in their
books.
- T helps if there is a new word
- T checks by saying the number

Vocabulary 2
- T has sts work in pairs, read the text
carefully and fill in each gap with a word.
- T reminds sts that thay have to use the
correct form of the words when filling
- T goes around and gives helps if
necessary.
- One st does the task on the board
- T checks with the class by saying the
number, sts say the words/phrase to check
pronunciation
- T asks one sts to translate the text to make
sure that sts understand it
Grammar 1
- Sts work in pairs to give the correct verb
form in present simple or present
continuous
- T checks with class and asks sts why they
make their choice to consolidate the use of
the two tenses


Students’ activities
1. cream, brush
2. crash, tree, traffic
3. try, create, brother
4. brown, bread, breakfast
5.brave, travelling, train
6. true, crime, increase

Answers:
1. cooking
2. Shopping for groceries
3. doing the laundry
4. taking out the rubbish
5. cleaning the bathroom
6. washing up
7. Ironing
8. sweeping the house
9. watering the flowers
10. feeding the cat
Answers:
1. does the cooking
2. shops for groceries
3. does the heavy lifting
4. laundry 5.ironing
6. takes out the rubbish
7. sweeping the house
8. lays the table
9. does the washing-up

Answer:

1. am writing, miss
2. am looking after
3. looks, is wearing
4. am cooking
5. are you reading
6. do people in your family do


Grammar 2
- T asks sts to work in pairs this time and
make up a short dialogue based on the
questions in task.
- T asks some pairs to act the dialogue,
starting and ending with sentences given by
the teacher

Model dialogue:
A. Hello
B. Can I ask you something?
A. question 1
B. …….
A. Thank you for your answers
B. You are welcome!

IV. Consolidation
- Summarize the main points
V. Homework
- Students do the survey in PROJECT in groups at break time. Teacher design the form and
students hand in the results in written form as assignment.
Notes after teaching:

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………………………………………………………………

The chief of E.D

Vo Thi Phuong


Week: 4
Period: 10
DOT:
UNIT 2 YOUR BODY AND YOU
A. Aims and requirements
By the end of this unit, Ss can:
- Use words and phrases to talk about the human body, lifestyles and healthcare.
- Pronounce the consonant clusters of /pr/, /pl/, /gl/, /gr/ properly.
- Use will and be going to to talk about intentions, plans, predictions and willingness.
- Use the passive voice for description and report.
- Read about an alternative treatment in medical care for main idea and specific
information.
- Talk about how to get rid of bad habits.
- Listen for specific information on how to choose a healthy diet.
- Write to ask for and to provide advice on what to eat for special events.
B. Teaching method: Communicative
C.Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook.
D. Procedure
Part 1: Getting started

I. Class organization
Check attendance
III.Checking the old lesson
III. New Lesson
Teacher’s activities
Lead-in:
Play a song named: An apple a day
(This would be the best if we use a
projector)
Inform the class of the lesson objectives:
getting to know the topic, vocabulary about
how eating can affect one’s health, and the
use of will.
Activity 1:
- Tell students not to worry about new
words or grammar points. The new items
will be dealt with later on.
- Play the recording. Ask students to listen

Students’ activities
-Pay attention to the teacher.

Look at activity 1
Don’t care about unfamiliar words
Listen and repeat the conversation.


and read the conversation at the same time.
Activity 2
- Ask students to work in pairs to practice

asking and answering the questions.
- Ask students to report their answers and
check if they have any difficulty in
understanding the conversation.

Activity 3
- Ask students to listen and repeat the
words.
a. Have students listen and circle the words
they hear.
b. Have students classify the words into the
corresponding categories.

Work in pairs and practice
Report the answers. Answers may
vary.
Suggestions:
1. Better health, good body condition,
stronger resistance to illness, etc.
2. Lose weight, build healthy bones,
and prevent diseases like cancer.
3. Memory or (the) brain.
4. He feels uncertain about the
benefits of apple juice.
-

-Listen and repeat the words.

Activity 4
- Ask students to work individually, in

pairs or in groups to report a time when
laughter was the best medicine for them.
Assist by giving a list of prompts
including occasions like feeling
stressful, tired, sick or embarrassed, etc.

Disease
Balance
Skeleton
system

Work individually

IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to prepare homework at home.

Week: 4
Period: 11
DOT:
UNIT 2: YOUR BODY AND YOU
Part 2: LANGUAGE
IV. Class organization

Noun
Bones
Weight
Brain
lungs



V.

Check attendance
Checking the old lesson
VI. New Lesson

Teacher’s activities
Vocabulary
Activity 1
- Show students some pictures of the
body systems or organs for illustration if
possible.
a. Ask students to work to match the items
in the left column with the ones in the
right column.
b. Have students work in pairs to practice
saying the names of the systems.
Remind students to pay attention to the
stressed syllables in each word.
Activity 2
- Tell students to work on classifying the
words into the corresponding systems.
Assist students to use a dictionary to
find the right meanings.

Pronunciation
Activity 1
- Have students listen and repeat the

words. Help students make a clear
distinction of the clusters in the pair /pr/
and /gl/ and the pair /gr/ and /gl/
- Ask students to repeat a few times if
necessary.
Activity 2
- Ask students to read the sentence aloud.
Model first if necessary and then draw
students’ attention to the consonant
clusters in focus. Ask students to
practice the sentences a few times.
Grammar
Activity 1
- Ask students to read about the usage of

Students’ activities

Look at the pictures
Match the items
Key: Circulatory system – c
Skeletal system – e
Digestive system – d
Nervous system – a
Respiratory system – b
-

Classify the words
Key:
Circulatory system : heart, blood, pump
Skeletal system: spine, bone, skull

Digestive system: stomach, intestine
Nervous system: brain, nerves, thinking
Respiratory system: breath, air, lung

-

-

Listen and repeat the words

Read aloud


-

-

-

-

-

will and be going to and if possible,
make some examples of their own.
Give explanations and provide help if
necessary.
Activity 2
Have students identify the use of will
and be going to in the sentences and

write from 1 to 6 next to each one.
Call one student to go to the board and
write answers.
Check and comment
Activity 3
Tell students to further apply their newly
acquired knowledge of will and be going
to in context.
Ask students to read the sentences. Have
students put a tick if right, cross if
wrong.
Ask students to give some explanations
for their choice.

Activity 4
- Have students complete the sentences
with the right form of will and be going
to. Remind students that sometimes
both can be used.

Activity 5
- Ask students to read about the usage of
the passive voice. Provide some
explanations if necessary to help
students understand the rules.
- Have students read the surprising facts
about human body first, then practice
using the passive voice.

Read and then write examples


-

Do as required

-

Key
1.1
4.6

-

2.3
5.2

3.5

Read the sentences
1. X
3. √
5. X
7.√

2.X
4.√
6.√
8.√

Key

1.
2.
3.
4.
5.
6.
7.
8.

Will/ is going to
Won’t
Will/ is…going to
Are going to
Will
Are….going to
Will
Am not going to

Key:
1. Is consumed by the brain
2. Are damaged (extensively)
3. Is made up of around 7,000,….,000

(27 zeros) atoms. (octillion)
4. Is pump through our body
everyday (by the heart)
5. Are used to smile, to frown
6. Are estimated to live on one square



inch of our skin
7. Are produced by humans only
IV. Consolidation
- Wrap up the lesson
V. Homework
- Students prepare for the next lesson.

Week: 4
Period: 12
DOT:
UNIT 2: YOUR BODY AND YOU
Part 3: READING SKILL
I. Class organization

Check attendance
II. Checking the old lesson
III. New Lesson

Teacher’s activities
Lead-in: Inform the class of the lesson
objectives: skimming for an overview and
scanning for specific information.
Activity 1
- Ask students to look at the picture and
read the title of the text- Acupuncture –
and talk about what they already know
about acupuncture.
- Select some students who know about
the practice to tell the class some facts
and beliefs.

- If no student knows about the practice,
give a brief description.
Activity 2
Aim: further involve students in the topic of
the reading.
- Have students work in pairs or groups to
discuss what they want to know more
about acupuncture then decide on at

Students’ activities
- Listen to teacher

- Look at the picture and read the title

- Talk in front of the class

- Work in pairs or groups


least three things they want to have
more information about.
- Ask students to report their lists and
compare theirs with others’.
Activity 3
Aim: To give students an overview of the
reading and provide them with key
vocabulary.
- Ask students to read the text quickly and
pick out words or phrases that are new to
them. Help students to look for the

meanings of these words in the
dictionary.
Activity 4
Aim: help students comprehend thoroughly
the text
Allow students to read the text again
in depth to find necessary information to
give answers to the questions.

Read the text quickly
Key:
1.ailments
2. Ease
3.acupoints
4. Precaution
5.alternative
6.treatment
7.evidence
8.promote
-

Suggested answers:
1. Promoting harmony between
humans and the world around them
Activity 5
and a balance between yin and
Aim: allow students to dig deeper into their
yang.
background knowledge using the
2. It is believed to promote the body’s

reading as a model and as a source of
natural healing capabilities and
information and then develop writing or
enhance its functions.
speaking as port-reading activities.
3. There are more than 2000
- Elicit students’ knowledge in the field of
nowadays.
non-medical treatments. These can be
4. They are soreness, slight bleeding
traditional or modern.
or discomfort.
- Students work in pairs or groups to
5. Those who have electrical or
exchange information. After sharing
electronic medical devices inside
information, choose students at random
them.
to present the report.
6. Acupuncture is considered as a
- Ask students to write a short text using
reliable alternative to modern
the information they collect from their
medicine.
discussion and information exchange if
time allows.

IV. Consolidation
- Wrap up the lesson
V. Homework



- Students prepare for the next lesson.
Week: 5
Period: 13
DOT:
UNIT 2: YOUR BODY AND YOU
Part 4: SPEAKING SKILL
I. Class organization
II.

Check attendance
Checking the old lesson
III. New Lesson

Teacher’s activities
Lead-in: Inform the class of the lesson
objective: talking about how to get rid of
bad habits.
Activity 1
Aim: to identify good habits and bad habits
from some given ones.
- Ask students what they think of their
habits. Have students’ name the habits
they think they have.
- Have students look at the list of habits
and decide which ones are good and
which ones are bad.
- Have students explain their choice and
give rectification if needed.


Activity 2:
Aim: Allow students to have more insight
into habits and how to kick a bad one. Help
students develop their confidence in
speaking by giving personal opinions on
relevant topics.
- Have students work in pairs or groups
and discuss why some of the habits are
good and why some are bad by giving
evidence and proof to support their

Students’ activities

Think of the habits and name them.
Decide
Explain
Suggested answers:
Good habits:
Being thankful
Never giving up
Keeping a routine
Saving money
Doing regular exercise
Reading regularly
Bad habits:
Leaving things until the last minute
Watching TV all day
Littering
-



ideas.
- Have students suggest ways to stop the
bad habits from their own experience.
Activity 3:
Aim: To assist students’ speaking by using
relevant information.
- Have students read the text quickly and
choose the things they think they can or
can’t follow. Then, encourage students
to explain their decision to the class.
- Have students read the phrase in the
Watch out! Box and try to find out the
meaning of the idiom.
Activity 4:
Aim: develop students’ ability in free
speaking by applying advice to kicking a
bad habit.
- Have students work in pairs or groups
to choose one bad habit. Then students
make a list of Dos and Don’ts in order
to kick that habit.
- Have students share their lists with
each other and report to the class.

Example:
To stop littering
Observe rules and regulations
Refrain from throwing rubbish where you

like
Look for a waste bin when you want to
throw away something, etc.
-

-

Work in groups as required.

IV. Consolidation
- Wrap up the lesson
V. Homework
- Students prepare for the next lesson.
Week: 5
Period: 14
DOT:
UNIT 2: YOUR BODY AND YOU
Part 5: LISTENING SKILL
I. Class organization
II.

Check attendance
Checking the old lesson
III. New Lesson


Teacher’s activities
Students’ activities
Lead-in: Inform the class of the lesson
objective: listening for information on how - Students may know some basic

to choose a healthy diet.
information about what they have to
Activity 1
do.
Aim: Engage students in the lesson by
eliciting their personal eating habits.
- Have students talk about how much they
Feel free to talk
care about the nutritional value of the
things they eat.
Activity 2:
Aim: To give students a closer look into
what they are going to listen to.
- Ask some students to talk about what
they think the listening may be about.
-Guess the content of the listening part
- Have students respond briefly to give
their opinions on the listening they are
going to do.
- Have students listen to the recording to
see if what they hear matches what they Listening to the recording
expected.
- Allow students to listen one more time
if necessary to build up students’
confidence in their listening ability.

-

-


-

-

Activity 3
Key act 3
Aim: To check students’ comprehension
1. F
Have students listen to the recording
2. T
once or twice before answering the
3. F
questions.
4. T
Call on students to check their
5. F
answers
Activity 4
Aim: To develop students’ skill in Key activity 4
listening for specific information.
Have students listen again to divide
Vegetables,
fruits
the plate into sections with the right
labels of foods they hear.
Check if students’ responses are
Grains Fish..
correct.